교사의 건강증진 행위 영향 요인 = A Study on Factors Related to Health- Promoting Behavior of Teachers

다국어 초록 (Multilingual Abstract)

The purpose of this study was to identify the factors of influencing health promoting behavior of teachers based on the health promoting model by Fender, and to provide the data for health promoting intervention of teachers.
The subjects of this study were 280 teachers chosen from 7 of elementary, middle, and high school at Chung-Ju city, Chung-Buk province.
Data were collected by self-reported rluestionnaire from May 24 to 31, 1999.
The instrunlents for this study were the health promoting lifestyle scale by Suh, the self-efficacIF scale by Sherer & Maddux(modifiedby Kim), the perceived benefits and 1)erceived barriers among Moon's health belief scale and the affect related to action by Song's emotional salience scale.
Data were analyzed by frequency, 1-test, ANOVA, scheffe test, Pearson Correlation Coefficient and stepwise multiple regression using SAS program.
The results were as follows ;
1. The mean of health promoting behatfor was 2.70±0.35. In the subcategories, the highest level of performance was self-actualifation(3.17±0.42), and the lowest was health responsibility(2.31).
2. The index of health promoting behavior was statistically significantly influenced by the factors including age, sex, career, marital status, religion, monthly income, perceived health state and medical problem.
3. The health promoting behavior showed statistically significant positive correlation with self-efficacy, perceived benefits. The health promoting behavior showed statistically significant negative correlation with perceived barriers.
4. Stepfvise multiple regression anal!·sis revealed that the most pou'erful predictor of health promoting behaITior was self-efficacy, The perceived self-efficacy explained 16.8% of the variance in health promoting behavior in teachers.
A combination of self-efficacy, perceived benefits, age, job of spouse accounted for 31.3% of the valiance In health promoting behavior in teachers.
In conclusion, health promoting programs that increase health responsibility, self-efficacy and percevied benefits should be developed to promote the health promoting behaviors of teachers.

목차 (Table of Contents)

• 목차
• I. 서론 = 1
• 1. 연구의 필요성 = 1
• 2. 연구의 목적 = 3
• 3. 용어의 정의 = 4
• II. 이론적 배경 = 7
• 1. 건강증진 행위 = 7
• 2. 건강증진 행위 관련 선행 연구 = 10
• III. 연구 방법 = 17
• 1. 연구 설계 = 17
• 2. 연구 대상 및 자료 수집 = 17
• 3. 연구 도구 = 17
• 4. 자료 분석 방법 = 20
• IV. 연구 결과 = 21
• 1. 대상자의 일반적 특성 = 21
• 2. 대상자의 건강증진 행위 수행 정도 = 24
• 3. 건강증진 행위 수행과 관련된 요인 = 24
• 4. 일반적인 특성에 다른 건강증진 행위, 자기 효능감, 지각된 이익성, 지각된 장애성, 행동 관련 감정의 차이 = 25
• 5. 건강증진 행위, 자기 효능감, 지각된 이익성, 지각된 장애성, 행동 관련 감정과의 상관 관계 = 27
• V. 논의 = 31
• VI. 결론 및 제언 = 41
• 참고문헌 = 45
• ABSTRACT = 52
• 부록 = 55